Week 8  

I took Foundation of Instructional Design (MDDE 603) in the Fall 2022 and the course discussed constructivism and objectivism.  The overview of constructivism stated that constructivist theorists, such as David Jonassen, frequently compare their theories to earlier conceptions by comparing epistemological stances. Thus, behavioural and even cognitive theories of learning would be seen as objectivist in nature and based on the following assumptions:

• Knowledge is out there in the real world and can be transferred to the learner.

• Knowledge of the world comes through experience with it.

• Knowledge is represented in the learner's mind as ever-closer approximations of what the world really is.

Objectivists believe that knowledge and truth exist outside the mind of the individual and are, therefore, objective.  Learners may be told about the world and be expected to replicate its content and structure in their thinking (Jonnassen, 1991, as cited in Moallem, 2001). 

The epistemology of constructivist thinking, on the other hand, falls under Interpretivism and is based on the following assumptions:

• Knowledge is constructed by learners when they interpret their perceptual experiences of the external world.

• Learners elaborate and test various mental structures until a satisfactory one emerges.

• Knowledge constructions do not have to reflect the real world to be useful and viable.

Constructivist learning theory assumes that knowledge is constructed over time.  Its aims include learners’ ability to reason, to think critically, to understand and use knowledge, and to engage in mindful reflection.  Instructional designers who use constructivist learning theory will value collaboration, learner autonomy, generativity, reflectivity and active engagement. 

Based on the information above, I agree with Cronjé (2006) that objectivist and constructivist instructional design approaches are complementary.  Objectivists concentrate on direct instruction and refer to teaching whereas constructivists focus on learning and is a way of understanding how people learn (Marsh, 2000, as cited in Cronjé, 2006).  Even though the focus of both learning theories is different, they are simply at cross-purposes.

As instructional designers (IDs), we need to be able to knit everything together to give us some focus in our instructional design approaches.  In practice, a mix of objectivist and constructivist can be used. We must allow circumstances surrounding the learning situation to help the IDs to decide which approach to learning is most appropriate.  In addition, it is necessary to realize that some learning problems may require prescriptive solutions, whereas others are more suited to learner control of the environment (Schwier, 1995, as cited in Moallem, 2001).